Evaluating the Impact of Reciprocal Teaching Strategy on International Postgraduate Science Education Programs

Authors

  • Najeh Rajeh Alsalhi Alsalhi
  • Abdellateef Abdelhafez Alqawasmi
  • Bushra Ahmad Alakashee
  • Sami Al-Qatawneh
  • Abdalla Falah El-Mneizel
  • Ali Ahmad Al-Barakat
  • Samih Mahmoud Al-karasneh

DOI:

https://doi.org/10.32674/jis.v14i3.6824

Keywords:

teaching methods, international students, higher education professional

Abstract

This paper aims to assess the impact of the reciprocal teaching strategy on the academic performance of student-teachers enrolled in the Higher Professional Diploma (HDE) program at Ajman University, United Arab Emirates. The study adopts a quasi-experimental design, employing pre- and post-tests and a control-experimental group configuration. The sample comprises 80 student-teachers selected from Ajman University during the second semester of the academic year 2022-2023. An academic achievement test in a multiple-choice format serves as the research instrument. The study's outcomes reveal noteworthy differences, indicating significant mean variations in the post-test scores between the experimental and control groups, favoring the control group in the context of the Reciprocal Teaching strategy. These results hold implications for international students, prompting considerations about the transferability and generalizability of teaching strategies across diverse cultural and educational settings. 

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Published

2024-05-14

How to Cite

Alsalhi, N. R. A., Alqawasmi, A. A. ., Alakashee, B. A. ., Al-Qatawneh, S. ., El-Mneizel, A. F. ., Al-Barakat, A. A. ., & Al-karasneh, S. M. . (2024). Evaluating the Impact of Reciprocal Teaching Strategy on International Postgraduate Science Education Programs. Journal of International Students, 14(3), 491–507. https://doi.org/10.32674/jis.v14i3.6824

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